Skip to main content

Teaching Test Score Cards

By
My apologies to the non-eastern instructors out there.

I dug these sample score cards up on the PSIA-E Web site. The score cards give you a little checklist to use in your exam prep.  There are four points available in each module.  Currently, you need 10 points out of 16 to pass.  It all seems really fair and straight forward to me. 
 
Creative Teaching
Power of Transfer - Teaching Styles and Learning Modes
Technical Validity of the Teaching Concept
Group Handling Skills (Able to make age specific modifications)
Communication Skills - Group Involvement, Personal Attention/Skiing Skills - Demos

Movement Assessment
Observations and Descriptions
Potential Solutions/ Prescriptions
Cause & Effect Relationship
Effective Feedback

Teaching Movement and Skills
ATS Understanding
Communication Skills/Terminology/Skiing Skills-Demos
Use of Teaching Styles and Learning Modes
Does the leader and the group see it, do it and understand it?

Teaching Children and Youth
Class Management
Understanding of children's "ages and stages"
Use of activities and games
Student/Parent/ Instructor Partnership
Labels:

Comments

Post a Comment

Popular posts from this blog

Learning Styles – Doers, Feelers, Thinkers, Watchers

By
A learning style is the way a person’s sensory, perceptual, memorial, decision-making, and feedback mechanisms operate. Or more simply, the preferred technique to approach learning. Some students have a dominant style and others are comfortable in more than one. PSIA references different theories on learning styles, this is a classic one. Doers Values active experimentation Pragmatic, practical, functional Good problem solvers, work well with others Constantly active, doesn’t like being idle and gets frustrated with too much talking Learn by experimenting, trial and error Instructor should provide experiences that will guide the child Experiential learning is an effective method for all students
3 comments
Read more

Ages 7 to 12 – CAP

By
Cognitive I do best with one direction at a time I need to know “why” I’m asked to do certain things I will ask questions I can learn in a variety of ways I like process more than the goals I like to be challenged and successful I can describe and explain I will remember the highlights of my day Characteristics ---  Instructor Responses Can separate reality from imagination > Avoid the use of fantasy; it makes them feel that you are treating them like babies Can understand things they can’t see --- Use hypotheticals (what ifs) to introduce cause and effect and explain why something worked or didn’t work May overestimate their abilities (I can do anything!) --- Keep them reined in to avoid unsafe situations or setbacks Affective I want ownership in my day and can work independently I compare my achievements to those of my peers I want to have fun and like to play games I like to be responsible for my learning I like to know when I’ve...
Post a Comment
Read more

Getting ready to get into the bumps

By
I love teaching bumps. I’m a recovering bump-a-phobe. Learning lots of tactics and tricks really helped me love them. I like to think I can help someone make a similar breakthrough. This post has general ideas on teaching bumps. But I’d like to talk about how I develop tactics and skills before I take someone in there. My mom’s family is from New York and they love their bagels with a heaping mass of cream cheese. A cheese knife, spreader or what we call a “schmearer” is a key piece of equipment. The flat blade easily spreads cream cheese or peanut butter. I like to ski bumps like I use a schmearer by standing tall and keeping the edge angle low. This makes it easier for my legs to steer my skis and create nice “C” shaped turns. Standing tall gives us the added bonus of lots of room to flex and extend later. You can pair students up and ask the follower to watch the tips. Are the tips leading the tails? Are the tips pointing across the hill before they change direction? Once...
Post a Comment
Read more